Chinese ancient poetry art song embodies a cross-cultural synthesis that fuses Western compositional methods with the linguistic and aesthetic essence of Chinese poetry. For collaborative pianists, this fusion creates both artistic and pedagogical challenges. While Western training promotes engagement with poetic meaning, it rarely addresses the tonal language, rhythmic flow, and prosodic nuances inherent in Chinese verse. Chinese Chanting (中华吟诵), the traditional recitation of poetry shaped by tonal inflection, rhythmic elasticity, and breath phrasing, offers an authentic foundation for interpreting recent-style verse (近体诗) within ensemble performance.This study seeks to establish and refine a chanting-informed pedagogical framework that helps collaborative pianists interpret Chinese ancient poetry art songs with cultural and musical sensitivity. It aims to integrate chanting principles into Western collaborative piano pedagogy, promoting culturally grounded ensemble interpretation and creative reciprocity between pianist and singer. Employing a Practice-as-Research (PaR) methodology, the research progresses through iterative cycles of rehearsal, performance, and critical reflection. Three interconnected modes of inquiry inform the process: prosodic analysis—identifying transferable chanting features such as tonal contour, rhythmic flow, and breath phrasing; experimental application—translating these elements into pianistic expression through rubato, articulation, pedaling, and tone color; and collaborative rehearsal—testing and refining these strategies with singers to ensure interpretive coherence and ensemble integration.The chanting-informed approach significantly enhanced collaborative pianists’ interpretive awareness and responsiveness to poetic subtleties. Pianists gained practical tools for managing prosody, transforming abstract poetic qualities into tangible musical gestures. Techniques derived from chanting informed phrasing, tone shaping, and timing, allowing for more natural alignment between music and text. Singers also experienced greater expressive unity and interpretive depth, noting improved ensemble dialogue. The study demonstrates that chanting not only bridges linguistic and musical meaning but also fosters an intuitive, culturally resonant interpretive partnership.This research concludes that integrating Western collaborative principles with Chinese chanting establishes a bicultural pedagogy that enriches both interpretation and ensemble synergy. The framework supports culturally responsive teaching, expands the creative scope of collaborative piano education, and encourages inclusive global perspectives in music learning. Future applications include curriculum development, professional training, and intercultural repertoire design, offering a sustainable model for teaching and performing Chinese ancient poetry art songs.